Teachers’ Translanguaging Ideologies and Practices at an International Branch Campus in Qatar

Abstract

While there has been a lot of recent research on teachers’ translanguaging practices in K-12 educational contexts, research on teachers’ translanguaging practices in higher education is sparse, and even more so within the contexts of internationalized higher education, such as found in the Arab states of the Gulf. Over the last two decades, there has been a rapid growth of international branch campuses (IBCs) offering English-medium degree programs in the Gulf. As these programs include bi- and multi/plurilingual teachers and students, they are a ripe setting for exploring translanguaging practices. Therefore, this study examines teachers’ translanguaging ideologies and practices at an American IBC in Qatar. Twenty-two bi- and multi/plurilingual faculty members and lab instructors completed a survey about translanguaging practices and a purposeful sampling of these instructors were video-recorded teaching their courses and then interviewed using stimulated-recall techniques. The results show that while instructors may report minimal mixing of languages in classrooms at this IBC due to different ideological tensions, in practice instructors still engage in translanguaging for various pedagogical purposes, both inside and outside of the classroom space. The study additionally sheds light on the complexities of the linguistic ecology of internationalized universities when it comes to translanguaging practices.

Notes

Compliance with Ethical Standards

Conflict of Interest

Appendix 1

Interview Protocol

In general, how do you feel about using Arabic in classes at an international branch campus such as this?

2.

The day I observed, you… (show video segments). Can you explain why you chose to use Arabic in those moments?

3.

Would you say that the class I observed was typical in terms of the amount of Arabic you use in your class?

4.

Can you give some examples of when you have used Arabic in the class previously and why?

5.

What other factors do you consider when choosing to use Arabic in your classroom?

6.

Do you think translanguaging can be beneficial as a pedagogical technique?

7.

How do you feel about students using Arabic in your class? When would you allow it and when would you not?

8.

How often do you use Arabic with students during office hours?

9.

What factors do you consider when choosing to use Arabic in your office hours?

10.

Can you give some examples of when you have used Arabic in your office hours?

Appendix 2

Survey

This survey forms part of a preliminary investigation to better understand if and how bilingual Arabic-English instructors in higher education in Qatar use translanguaging (selecting or mixing different languages) in English-medium classrooms. By understanding how translanguaging techniques are used, teachers can be trained on best practices and improve educational outcomes.